Didática do Português: Língua e Texto

Learning objectives
1.Know the theoretical basis of the language as well as the text official curriculum guidelines in pre-school and primary school education, the level; 2.Reflect on the grounds of Portuguese language Didactics, in a articulation perspective between these two educational areas, aiming at the promotion of linguistic consciousness and knowledge of language and text; 3.Operationalize, in a founded way, the knowledge and reflection capacity on promoting pedagogical practices around the language and the text aimed at preschoolers and primary school students: adopt appropriate pedagogical strategies conducive to linguistic and textual performance levels dictated by official curriculum Guidelines that should be achieved at the end of preschool education and at the end of the primary school, namely through reasoned didactic proposals production.

Syllabus
1.From orality to writing -Literacy concepts of and Emergent Literacy; -Curricular Guidelines for the pre-school and primary school; -The early conceptions about the written language in the transition from pre-school to primary school 2.Teaching and learning of grammar in primary school -Guiding principles of educational intervention at metalinguistic reflection level -The value of grammar knowledge and their transversality; -Grammar teaching of and the grammar lab; -Design of didactic sequences for grammar knowledge promotion; 3.Text Didactics -From verbal text (oral and written) to the multimodal text. -Activities, strategies and resources for the promotion of reader understanding at pre-school and primary school -Registration in pre-school. -Informative writing, functional writing and creative writing. 4. Scientific-pedagogical Intervention of teaching - Didactic units planning and activities in the primary school - Construction of tools and teaching materials

Teaching methodologies (including evalution)

A written test (60%) and a written group assignment (40%) will be used to evaluate the development of specific competences as well as the Critical Thinking and Planning and Control that underlie the all the planning and application of concepts. In autonomous work, bibliographical consultations will be propose implementing tasks all similar to those subject to demonstration in classroom context. The doubts on the implementation will be resolved in the classroom. Classroom discussions will be promoted addressing controversial aspects, focusing on the application of concepts and the development of critical thinking. In addition to the specific competence of this CU, there will be place to evaluate communication skills development and ethics and values acquisition.

Essential Bibliography (including ISBN)

BATISTA, A., F. Viana & L.F. Barbeiro (2011). O Ensino da Escrita: Dimensões Gráfica e Ortográfica. Lisboa: DGIDC. ISBN: 9789727423071. DUARTE, I. (2008). O conhecimento da língua: desenvolver a consciência linguística. Lisboa: ME. ISBN: 9789727422685. PEREIRA, L. A. & F. Azevedo (2005). A Escrita no 1.º Ciclo do Ensino Básico. Porto: Areal. ISBN 9789726278344. RIBEIRO, I. S., & Viana, F. L. (2009). Dos leitores que temos aos leitores que queremos. Coimbra: Almedina. ISBN: 9789724040110. SILVA, C. V. (2008). O valor do conhecimento gramatical no ensino-aprendizagem da língua. Revista Saber (e) Educar, 13, 89-106. ISSN: 08733600. SOUSA, O.C. (2015). Textos e Contextos: leitura, escrita e cultura letrada. Porto: Media XXI. ISBN: 9789897291524. VIANA, F. L. & I. Ribeiro (2014) Falar, Ler e Escrever no Jardim de infância. Lisboa: Santillana. ISBN: 9789897086304. VIANA, F. L., Ribeiro, I. et al. (2010). O ensino da compreensão leitora. Coimbra: Almedina. ISBN 978-972-40-4362-3.